THE ROLE AND IMPACT OF PRE-COLONIAL EDUCATION ON THE NIGERIA SOCIETY
INTRODUCTION
Prior to the advent of the British Colonial masters in Nigeria, formal and informal forms of education through the transmission of indigenous knowledge have been existence in the Nigerian society. The Nigerian child was brought up by his immediate family and community and educated in the culture and traditions of the community.
The curriculum of the traditional form of education during the pre-colonial period consisted of traditions, history, legends and tales and the procedures and knowledge associated with communal practices which were handed down orally from generation to generation within each ethnic group. In addition, these forms of learning were integrated with social, cultural, artistic and religious life of the indigenous people.
Studies shows that the pre-colonial forms of education which existed was instrumental in reinforcing morality, the acquisition and application of these forms of education had helped in the elimination of moral decadence. To understand the impact of traditional form of education adequate knowledge of the traditional or indigenous educational system which existed before the arrival of Christianity and Islam is imperative.
Against this background, this article highlights forms of indigenous education which existed in Nigeria pre-colonial era versus the role and impact of Pre-colonial education on the Nigerian society.
OVERVIEW OF THE PRE-COLONIAL EDUCATIONAL SYSTEM IN NIGERIA
The form of education which was operated before the advent of the British is described as the indigenous or traditional educational system. Nigeria consists of several ethnic groups and societies each with its own peculiar culture and tradition, the traditional forms of education available among various ethnic groups had common educational aims and objectives. But methods differ from place to place, mainly, because of social, economic, cultural and geographical factors.
Under this form of education, young persons were exposed to the realities of the society and equipped with practical skills to thrive in their societies. Under the traditional form of education, a child begins to learn from infancy. A child begins to learn eating, socialization and general behaviour. At the early stages, the child begins to learn from members of the family particularly the mother and this learning is extended to older members of the community.
Under the traditional form of education, history was an integral part of the learning process of every child. From tender years’ children begin to learn about historical events and ancestral lineage, and these knowledge is learned from parents, grandparents, elders and religious leaders. The manner of teaching varied, it could take the form a direct or indirect form of learning. The direct form of learning could be a parent physically showing a child the limits and extent of ancestral land, or indirectly through the form stories, folktales, proverbs, myths and other information concerning the community.
“Education in pre-colonial Nigeria was a nitrated experience which combined physical training with character building and manual activities with intellectual training”. Physical training involved dancing, drumming, wrestling, etc while intellectual training included writing, the study of local history, animals, herbal medicine, poetry, storytelling etc. teaching was done in stages in relation to age and gender. Children were given practical tasks or jobs relevant to their age on what they have learned which formed continuous assessment and was used to determine their initiation into adulthood or a specific group.
Furthermore, history was indoctrinated in the mind of young people through activities such as: coronation ritual, initiation rites and religious festivals, also, these teachings were expressed in songs, literature, dance and art. Scholars argue that the core foundation of indigenous form of education which existed was built on the principle of functionalism. “Education or learning was viewed as a means to an end and not an end in itself”.
This form of learning prepared the child for adulthood. Particularly, the traditional form of education emphasized social responsibility, political participation, spiritual and moral values. Children learnt from young age practical skills like farming, fishing, cooking, pottery, carving, knitting, hunting etc to help them provide for their families and earn a living.
It is argued that, the objective, components and methods of traditional education were inextricably intertwined and were not compartmentalized unlike the western form of education. Abdon opines that the peculiar nature of the traditional educational system lies in its collective and social nature. He described it as being multifaceted in character in regards to its goal and methods employed and instrumental in the formative years of a child. This form education was progressive in nature, taking into cognizance the successive stage of the physical, emotional and mental development of the child.
IMPACT OF TRADITIONAL FORM OF EDUCATION
Fafunwa (1997) argues that the presumption by the Europeans that the traditional form of education is barbaric and primitive due to its informal methods of teaching is seen as the product of ignorance and a total misunderstanding of the inherent value of this form of learning. He states that “Traditional African education must therefore be judged not by any extraneous consideration or some foreign yard stick but by its performance within a given social context. Many European observers tend to ignore this important factor”.
The impact and role of the traditional form of education as observed by Chika Ezeanya-Esiobu in her book “Indigenous Knowledge and Education in Africa” could be summarized as follows:
- Traditional form of education values intuition, emphasizes emotional involvement and subjective certainty in perception.
- Traditional form of education provides for practical knowledge and hands-on experience through watching and participating in real life situations thereby building the overall mental development of the child.
- Indigenous knowledge is integrative and holistic in nature, rooted in a culture of kinship between the natural and supernatural.
- Traditional form of education was helpful in ensuring continuity in the society through the transmission of moral and spiritual values.
The all-encompassing nature of the traditional educational system helped individuals acquire behavior-patterns, abilities and skills necessary for effective citizenship within the community. The traditional educational system places emphasis on character building. From childhood, individuals imbibed virtues such as humility, courage, respect, honestly, kindness, teamwork, and hard work. For example, among several ethnic groups, men were taught to be providers and took very seriously the responsibility of providing for their family.
Furthermore, the traditional form of education encouraged intellectual growth and development through observation, imitation and participation. Also, vocational training was at the heart of traditional form of education which can be classified into: agriculture, trade and crafts such as weaving, knitting, painting, smiting, carving etc and professions such as herbal doctors, councilors, village heads, security guards, tax collectors, law makers, etc.
CONCLUSION
Although formal education as introduced by the British, is the system of education operated in Nigeria since its inception which introduced new ways of learning, one can argue that indigenous education persists even today, showing no sign of disappearance from the scene of education.
From the forgoing, it can be deduced that the traditional educational system, though systematically different from the western form of education is neither barbaric or primitive as suggested by some writers. The immense value and positive impact of the traditional form of education cannot be overemphasized as it continues to inculcate virtues and values that enhances individual and community development which is fundamental to nation building.
REFERENCES
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2. Kabir Mohammed and Binta Mohammed Yarinchi “The Role and Impact of Pre-Colonial Education On the People of Hausaland Prior to 1903 A.D.” International Journal of Humanities and Social Science Invention, Volume 2 Issue 11, November. 2013, PP.07-13. Retrieved March 22, 2022 from https://www.ijhssi.org/papers/v2(11)/Version-1/B02110107013.pdf
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6. A. Babs Fafunwa. “History of Education in Nigeria” (1974), Routledge Revivals. Retrieved March 23, 2022 fromfile:///C:/Users/chide/Downloads/History%20of%20Education%20in%20Nigeria%20by%20A.%20Babs%20Fafunwa%20(z-lib.org).pdf
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